From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida
Abstract
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” evaluated their preparedness for and efficacy in working with ELLs in mainstream classroom settings. Our analysis of 85 survey responses revealed a positive relationship between teachers' views of their preparation for and effectiveness in teaching ELLs. A positive association was also found between teachers' ability to speak a language other than English (LOTE) and their level of preparedness to teach ELLs. Teacher graduates considered direct field experiences with ELLs to be the most helpful component of the preservice preparation program. Survey findings and implications for teacher preparation programs and the preparation of high-quality teachers of ELLs are discussed.
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Field experiences can be beneficial in guiding preservice teachers' understanding of ELLs and their needs.
“Furthermore, field experiences can be beneficial in guiding preservice teachers' understanding of ELLs and their needs (Coady, Harper, & de Jong, 2011).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Coady, Harper, & de Jong, 2011
Cites
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Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770326 · Cited by 161 · see citing works
Self-citationAiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?
Coady, M. R., Harper, C., & de Jong, E. J. (2016) · TESOL Quarterly · doi:10.1002/tesq.223 · Cited by 153 · see citing works
Self-citationMahalingappa, L., Hughes, E. M., & Polat, N. (2018) · Language and Education · doi:10.1080/09500782.2017.1417996 · Cited by 30 · see citing works
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Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs
Kurz, T. L., Gómez, C., & Jimenez-Silva, M. (2017) · Journal of Urban Mathematics Education · doi:10.21423/jume-v10i1a291 · Cited by 8 · see citing works
Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals
Lee, G., & Zhang, J. (2025) · Teachers and Teaching · doi:10.1080/13540602.2023.2282480 · Cited by 5 · see citing works
- Authors
- Coady, M., Harper, C., & de Jong, E.
- Affiliations
- University of Florida (US)
- Corresponding author
- Coady, Maria
- ORCID
- Coady, Maria
- Venue
- Bilingual Research Journal
- Publisher
- Informa UK Limited
- Published
- 2011-06
- Volume
- 34
- Issue
- 2
- Pages
- 223-239
- ISSN
- 1523-5882 (ISSN-L)
- 1523-5890
- OpenAlex
- W2032372969
- Cited by
- 142
- References
- 2
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 15 · 2023: 9 · 2022: 16 · 2021: 19 · 2020: 5 · 2019: 19 · 2018: 9 · 2017: 15 · 2016: 10 · 2015: 6 · 2014: 2 · 2013: 9
- FWCI
- 18.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Bilingual Research Journal (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- English language learners, initial teacher education, teacher beliefs, teacher self-efficacy, mainstream classrooms, primary teacher education, non-English languages, practicum, teacher readiness, Florida
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